Transgressive Eco-Arts Pedagogy: A response to Kulundu-Bolus, McGarry and Lotz-Sisitka (SAJEE, Volume 30)
In: Southern African Journal of Environmental Education, Jg. 38 (2022), Heft 1, S. 21-35
Online
academicJournal
Zugriff:
Kulundu-Bolus, McGarry and Lotz-Sisitka (2020) have offered transgressive learning as a new approach to environmental education. As a response to their work, this paper describes and discusses aspects of a four-year action research project in which a group of children, adolescents and adults from the rural community of Wakkerstroom-eSizameleni participated in a series of multimodal arts-based interventions in which increased environmental awareness and improved environmental practices were key goals. Five vignettes from these interventions are used to argue that Transgressive Eco-Arts Pedagogy (TEAP) can facilitate community engagement, greater environmental awareness and small steps towards the improved environmental practices that Kulundu-Bolus et al. have called for.
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Transgressive Eco-Arts Pedagogy: A response to Kulundu-Bolus, McGarry and Lotz-Sisitka (SAJEE, Volume 30)
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Autor/in / Beteiligte Person: | Preston, Carol |
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Zeitschrift: | Southern African Journal of Environmental Education, Jg. 38 (2022), Heft 1, S. 21-35 |
Veröffentlichung: | Environmental Association of Southern Africa, 2022 |
Medientyp: | academicJournal |
ISSN: | 0256-7504 (print) ; 2411-5959 (print) |
DOI: | 10.4314/sajee.v38i1.03 |
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